ERIC Number: EJ1062422
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 65
Motivating Study Groups across the Disciplines in Secondary Schools
Styslinger, Mary E.; Clary, Deidre M.; Oglan, Victoria A.
Professional Development in Education, v41 n3 p467-486 2015
This article introduces Project RAISSE: Reading Assistance Initiative for Secondary School Educators and shares the findings of a study into those factors found to motivate study group participants at two rural high schools in the southern USA. The research team collected qualitative data over a two-year period, including interviews, artifacts, observations, blogs and surveys. Data were analyzed for any indication of that which positively or negatively impacted participants using a content analysis approach. The inquiry yielded the following four categories found to motivate study group participation in a secondary school setting: creating an environment for adult learning; translating new literacy learning into practice; providing and developing materials and resources; and blogging to continue conversation. The article offers a detailed framework for developing and implementing a network of onsite study groups designed to motivate teachers' ongoing learning that impacts instructional improvement. The conceptual framework underpinning Project RAISSE offers insight into how we might address systemic professional development for secondary schools that has a good chance of improving instructional practice and positively affecting student achievement.
Descriptors: Study, Group Activities, Communities of Practice, Secondary Education, Secondary School Teachers, High School Students, Rural Education, Content Analysis, Student Motivation, Student Participation, Content Area Reading, Reading Materials, Instructional Materials, Electronic Publishing, Professional Development, Educational Environment, Teacher Participation, Qualitative Research, Interviews
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; High Schools
Authoring Institution: N/A